|Author:||Poon, Sai-cheong Raymond|
|Title:||Teaching stressors, work meaningfulness and psychological burnout : an investigation of secondary school teachers in Hong Kong|
|Subject:||Hong Kong Polytechnic University -- Dissertations|
High school teachers -- Job stress -- China -- Hong Kong
High school teachers -- Psychology -- China -- Hong Kong
|Department:||Graduate School of Business|
|Pages:||viii, 119 leaves ; 30 cm.|
|Abstract:||The present study represents a theory driven attempt to link two diverse fields of study - work meaningfulness and burnout within the work context of secondary schoolteachers in Hong Kong. An indigenous model of teacher burnout is constructed based on the commonly accepted stressor-strain theoretical model. Hobfoll's (1989) Conservation of Resources theory is adopted as the main theoretical underpinning to elucidate the relationship among the variables in the model. Three further theories are presented to support the ameliorating capabilities of work meaningfulness on teacher burnout. A cross-sectional field study of 294 secondary schoolteachers from different schools was then undertaken to examine the main effects of six teaching stressors and a personal coping resource variable - work meaningfulness - on three dimensions of teachers' psychological burnout. The study also examined whether work meaningfulness would buffer the relationships between teaching stressors and burnout. Results indicated that work meaningfulness had a significant direct effect on alleviating burnout but it did not have any moderating effect on the relationship between stressors and burnout. Results also indicated that 'managing student behaviors' was the only teaching stressor that significantly predicted all dimensions of teacher burnout, while 'workload and time pressure' had a significant effect on raising teachers' emotional exhaustion only. Limitations and future direction of research were discussed. Managerial implications of the findings were also provided.|
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